--------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DBG00019 Date: 07/10/96 From: REGINA FINAN Time: 08:35pm \/To: DAN TRIPLETT (Read 2 times) Subj: Re: Class Size Over-Rated -=> Quoting Dan Triplett to All <=- DT> My spell checker seems to have eliminated some of my words and thus DT> my sentences are mixed up. This is a reposting of my note to Charles DT> Beams: DT>CB>Your arguments in support of class size are excellent. I have DT>CB>tutored students 1 on 1 and found that I can cover a lot more DT>CB>material a lot more effectively than I can in a classroom of 25+. DT>CB>Ideal class size would be one student, if we could ignore the DT>CB>cost factor. We all know that 1 on 1 is pretty much an impossibility unless you are rich and can afford the expense yourself. What most parents complain about if the 30 or more children teachers have and can't control or can't help the children who need it. DT>CB>I have often felt that homeschooling would be the ideal situation DT>CB>for any family wherein the parents had the ability and dedication DT>CB>to do the job correctly. Too often that is not the case, DT>CB>however. This can be said for regular school. Some kids turn out great. Others don't. DT>You hit the nail on the head when you said ability and dedication in DT>order to homeschool. I think that dedication is a must. If one DT>chooses homeschool then it becomes a full time job. There is no DT>room for slacking off. You are right that it takes lots of dedication. But it is worth it. DT>As an educator in a public school while I don't oppose homeschool, I DT>don't favor it either. Usually the students that are homeschooled DT>are the more well-behaved. The parents are the ones I can count on DT>to help out in the classroom as volunteers. They are dedicated and DT>dependable. I have had parents (3 families) send their children to DT>my kindergarten class, and as their children grew they decided to DT>finish their education with homeschooling. These were the best DT> parent helpers I have ever had. We are I was one of those parents who involved myself with the school system. I fought hard not only for my childrens rights for the rights of teachers not having mixed classes or too many children. Well in my last year of this I decided not to enroll my children in all the extra programs the (after school and summer time) the school offered. I remember one of the teachers remarked that I would most definetly be in the program because I was involved in everything. Well the problem was they weren't teaching my child. I have 3 children two with problems. One severe, one with a slight problem that could of resulted in a worse problem. I fought for extra help to no avail. I had them tested (after much fighting) and they didn't even test all the way. Finally I had them tested independently. All of a sudden the school wanted to cooperate. Unfortunately, I didn't want my children's or my time wasted anymore. So the dedication I gave at school is now directed solely on my children. This is not the teachers fault. This is the system in which the board members decided to put more emphasis on the gifted and the sports. When I have my children caught up to where they should be and taught how to learn and how to study and how to....................then maybe their choice will be to go to regular school again. Until then or until changes are made I can count on I will assume that role. A teaching certificate does not make a teacher. A dedication to helping one grow does. And so this is where so many of us "homeschooling mom's" are today. Regina --- * Origin: Nite Lite BBS (1:2410/534) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DBH00000 Date: 07/12/96 From: LEONA PAYNE Time: 07:23am \/To: ALL (Read 2 times) Subj: Off-topicality Hello All, It looks like a little stronger reminder to adhere to guidelines is required. Remember, per the conference list, homeschooling is "off-topic." Another forum already exists for discussing it theoretically or sharing one's personal experiences with it. Folks involved in this thread either need to take it to netmail, to the appropriate conference (HOMESCHOOL,) or just drop it. ---cut--- [...] 4. IGNORE INAPPROPRIATE MESSAGES. Let the Moderator and Sysops do their job. Do not respond to such posts nor discuss them in the conference. You may send netmail or e-mail to the Moderator or bring it to your Sysop's attention. 5. TAKE DIRECTION FROM THE MODERATOR GRACEFULLY, whether it occurs in private netmail or in the conference. It is no big deal and there is no need to discuss it. Just get back on track so we can all enjoy this forum. OFF-TOPIC SUBJECTS. DO NOT DISCUSS THESE IN THIS AREA: ======================================================= Creationism vs. Evolution, Politics, Religion, Separation of Church & State, Homeschooling. There are other appropriate conferences for these topics. [...] ---cut--- Leona Payne ... Substitute moderator? Does that mean we still have to do work? --- Via Silver Xpress V4.3P SW12194 * Origin: The Union Jack BBS, Phoenix, AZ, USA. (602) 274-9921 (1:114/260) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DBH00001 Date: 07/12/96 From: RON MCDERMOTT Time: 07:03am \/To: SHEILA KING (Read 2 times) Subj: SINGLE SEX CLASSES DH>PMFJI but I thought I'd add my unsolicited 2 cents worth :) SK>Glad to have someone else jump into the fray, and though I've been SK>around the FidoNet echos for some years now, you must enlighten me with SK>respect to PMFJI....I can't decipher that one... SK>Putting Mouth to Foot and Jumping In? SK>Pressing My Finger Just In case? SK>Please May Friends Just Interrupt? I suspect it's: Pardon Me For Jumping In.... ___ * MR/2 2.26 * "I believe OS/2...to be the most important OS...of all time" - Bill Gates, 1987 --- Silver Xpress Mail System 5.4P1a * Origin: The Dolphin BBS Pleasant Valley NY 914-635-3303 (1:2624/302) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DBH00002 Date: 07/12/96 From: CARL BOGARDUS Time: 03:09pm \/To: SHEILA KING (Read 2 times) Subj: 'PUTER-TECH CURRICULM SK> references on the Web that will give you excellent justifications for SK> teaching programming to 6th graders and YOUNGER. Also, there is a free SK> version of Logo put out by UC Berkley (I just SK> downloaded it yesterday). SK> It will even run on old DOS machines in only 640K, although this does SK> sacrifice some of the performance. Thanks, I will go looking for this one!! I hope it is networkable, I hope to teach a little LOGO this year to my eighth grade students. --- Maximus 2.02 * Origin: VETLink #13 Las Cruces NM (505)523-2811 (1:305/105) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DBH00003 Date: 07/12/96 From: CARL BOGARDUS Time: 03:12pm \/To: BOB ANDERSON (Read 2 times) Subj: Tech Curriculum I am just catching up here as I have had a busy spring and taught summer school. Currently I teach in a networked lab that is mostly DOS machines, I am working on a curriculum that teaches application skills using student projects. Last year we worked on calendars, greeting cards, posters, menus (meal type), poetry books, and the Project Newsday. I hope to expand this to include programming, test creation (students make up tests for skills learned), life-goals planning, and what ever else I can think of. Would be glad to brainstorm with you about possible projects, even cooperative projects that could be planned. (eighth grade students). I am not sure if this fits with your age group or not. --- Maximus 2.02 * Origin: VETLink #13 Las Cruces NM (505)523-2811 (1:305/105) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DBH00004 Date: 07/12/96 From: CARL BOGARDUS Time: 03:28pm \/To: RICK PEDLEY (Read 2 times) Subj: 'puter-tech curriculm RP> What they're going to do Ron, is speak into a small microphone, RP> whereupon the converted speech-to-text will be passed through RP> spelling and grammar-checking filters. "Keyboarding" (geez I hate RP> that word) will virtually disappear within five years, except as RP> a backup manual method for phossilized physics teachers ;-) Hmmm, I am glad you put the little winky face at the end of this :). Have you read "Silicon Valley Snake Oil" yet?? --- Maximus 2.02 * Origin: VETLink #13 Las Cruces NM (505)523-2811 (1:305/105) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DBI00000 Date: 07/12/96 From: DALE HILL Time: 11:17pm \/To: SHEILA KING (Read 2 times) Subj: Single Sex Classes Hi Sheila, SK> respect to PMFJI....I can't decipher that one... Oops! PMFJI "Pardon Me For Jumping In..." I usually use it as a courtesy when I reply to a message not originally sent to me :) SK> an exactly _normal_ life). However, is it necessary to teach student SK> be comfortable in a co-ed situation in every course they take in ord SK> for them to function as a normal adult? With examples such as P.E. SK> classes, the sewing classes and woodshop classes of yesteryear, I'd SK> "no". I would guess that the more integrated situations the kids can SK> handle successfully, the better. Probably not, but as you suggest, the more opportunities they have the better. It's kind of funny in a way how we approach the P.E. classes, throughout elementary school we always had "recess" together, while not an organized gym class, boys and girls interacted and participated in a variety of activities with each other...I can personally remember one girl who was an incredible kick-ball player :) When we entered junior high and the 7th grade, it was boys-gym and girls-gym. We could see the girls on the other fields playing soccer just as we were, only we didn't play together. In senior high, there was a mix, depending on the activity -- essentially the contact type sports were kept separate, but the other activities were coed. Hehehe personally I *never* agreed with the Home Ec/Wood Shop business! My mom taught me how to sew/cook/do dishes/knit/do laundry etc when I was about 10, at the same time I was learning how to run my grandpa's band saw/lathe/drill press and other power tools. I played the "good student role" and took the gender specific classes my counselor told me I "needed" to take...but it wouldn't have hurt my feelings to have participated in the others. I'm 34 now, so that will give you a sense of the time period I'm referring to. Fortunately alot of those role expectation type limitations are no longer present in the schools. (reminds me to start a thread on the Trollwood Performing Arts School in Fargo ND - an excellent educational experience) SK> If young girls are apt to opt out of math and science careers, becau SK> in a coed setting they are less likely to pursue math and science SK> careers, maybe it would be appropriate to have a year or two of SK> girls-only math, just until they begin to feel comfortable enough wi SK> the subject area, and then bring the guys in? (This really isn't som Hmmm, that's interesting -- I'd not heard of this before. SK> issue that I feel strongly about, and personally I was never affecte SK> the guys in my class to perform to a lower standard. I don't really SK> understand why some girls apparently choose to do so, but according SK> certain studies, this is the case. I just thought that the article t SK> I crossposted to this echo to start the thread was pretty interesti It's interesting as I look at my girls (I have 4) and all are either A or A/B honor roll students, they don't seem to be bothere much at all by the boys in their classes. Too, being Air Force family members (dependents is no longer politically correct!) the are used to moving every three years or so, I think the ability to cope with that, helps them succeed in the variety of classroom situations they've been in. It's really quite interesting too, we've been in some of the best public schools in the country (my personal, biased opinion) [the schools here in ND] and in some of the more "challenged" public schools -- those in Guam for example (gee another topic for a thread) and the kids have consistently done very well regardless of where they've been. I just started bringing this echo into my BBS, so I missed the post you mention -- the one that started this thread. If you still have it, I'd be interested in reading it. You could netmail/email it to me if you'd rather not post it again. SK> strive to teach these types of social skills. Just out of curiousity SK> what about instructors who themselves feel awkward in social situtio SK> who don't get on well with the opposite sex and so forth? I wonder i ahhh, yes that's a definite challenge. I've been exposed to other instructors who didn't deal well with the opposite sex in the training environment and it wasn't real pretty. In two situations we ended up calling in professional counselors to help the instructor and student come to grips with the situations. Most others that I've been connected to have been dealt with in the more predictable manner -- IST (in-service training) focused on how to cope with these situations...lots of role playing. Some tune out from the beginning, others particpate and are eager to learn. SK> you might start a thread in which you share some of your ideas for SK> activities of this type, and please, not the one about someone jumpi SK> off a table and the other people in the class have to catch them and SK> hold them up. I WON'T do that and would never recommend to anyone el SK> that they do so either. I'll have to do that! Hehehe yes, that particular exercise is a risky one at that, more from a safety point of view than any other. I have some neat exercises that I've either used or had to participate in...I will share them in another post later this weekend. SK> anything that extreme. A year or three of single-sex math is hardly SK> going to create a problem like that in a co-ed school where kids are SK> taking other classes that are gender-integrated. True enough, a few single-sex classes in a co-ed school *is* different, than if they were conducted exclusively in a single-sex school. I personally have difficulty seeing the benefit of either. Perhaps after reading the article you mention I may better understand the arguement for the single-sex classroom. Thanks, Dale email: dhill@badlands.nodak.edu captain.scarlet@spectrumbbs.com FIDO: 1:2808/1 --- TriDog 10.0 * Origin: The SPECTRUM BBS * 701-280-2343 * Fargo, ND * (1:2808/1) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DBI00001 Date: 07/12/96 From: DALE HILL Time: 11:45pm \/To: ALL (Read 2 times) Subj: Word-a-Day Hi All, There is a nifty mailing list that I've subscribed to for quite some time now, it's called the "Word-a-Day" and it provides a new vocabulary word each day, complete with pronunciation, definition, and common usage. In addition there is also a short quote provided with each msg. I remember a teacher I had in elementary school that started each day with a word of the day, picked at random from the dictionary, this mailing list is just the modern day version of that simple exercise. If you're interested in it for your own benefit or to pass on to your students, you can find out more information by checking out their web site: http://www.wordsmith.org/awad If you don't have web access and would like a copy of the FAQ, let me know and I will email you one. Dale --- TriDog 10.0 * Origin: The SPECTRUM BBS * 701-280-2343 * Fargo, ND * (1:2808/1) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DBI00002 Date: 07/09/96 From: LAUREN STARR Time: 04:58am \/To: QMAIL (Read 2 times) Subj: CONFIG DROP 195 --- PCBoard (R) v15.22/10 * Origin: GENESIS ONE BBS Node 1: (706)556-1444 Fidonet (1:360/28) --------------- FIDO MESSAGE AREA==> TOPIC: 265 EDUCATOR Ref: DBI00003 Date: 07/13/96 From: ARTHUR ABEL Time: 10:44am \/To: CHARLES BEAMS (Read 2 times) Subj: Technology in Classroom Charles, Thanks for your calm, thoughtful reply to my message. Others were not so kind. A principal I once worked for said I had a tendency to be overly articulate and this caused people to misunderstand me. The whole question of what impact things such as the Internet can or will have upon education is mindboggling to me. I suspect that other advantages or uses for computers may, in the long run, be more important than the Internet, especially at the elementary and secondary levels of education. There is little doubt in my own mind that computers, especially computers with modems, will profoundly affect instruction and communication, perhaps even to the point that the delivery of education will be radically different from what it now is. I am concerned that, at the present time, there seems to be a lack of imagination and experimentation on a wide scale of some of the possibilities along this line. It is fun and exciting to see how things are evolving, however, in terms of the kinds of educational software becoming more and more available. I was fascinated by your report about what one school district was experiencing negatively from allowing student use of the Internet in the school. It corroborated my worst fears that secondary students might lack the maturity required for a responsible use of the Internet. In my own experience I twice saw good ideas for changing how education was delivered shot down by such a lack. One occurred when the Greece School System tried to institute modular scheduling into the high schools, and the other occurred when we tried in the vocational high school where I was a dept. head to implement a curriculum schedule that I had a large part in developing and that had great promise for that particular school. Just as Ken Blystone was able to experiment with his ideas with special kinds of students (the potential drop-outs, etc.), I suspect that further experimentation in many districts will be with students on long-term suspension, school phobics, and students on home/hospital tutoring programs. Even individual teachers with computers in their homes may be able to set up programs to assist them in reaching their students, although I have seen or heard of little such use. If I were teaching today, I am certain I would make use of my computer along such lines. Again, thanks for your reply and the information. --Art-- --- * Origin: The Greece Education BBS (581-0487) (1:2613/380)